RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects

Name: Marguerite Foshee

School & District: WMHS & WWCSD
Grade(s) & Subject Area(s): 12th & English 12A
Part I: Project Plan
A. Rationale
In an effort to reach mastery learning in accordance to CCSS, WMHS students are
scored on CCSS rubrics and given feedback. Additionally, students are also assessed by the
NWEA assessment. Both are used to drive instruction in English and content area classes.
While rubrics and nationally normed tests measure the students progress on standards, often
they are used in isolation and are task specific. Attempts to assess knowledge by alternate
assessments are lacking. It is imperative that we begin to offer summative assessment choices
in order to meet the needs of all learners.
English teachers need to decide what choice looks like and how to adjust rubrics so
students meet the standards but also have assessment options. My role would be to listen to
concerns and create a set of alternatives to the English staff while considering their needs as
professionals. This process has been pursued through PLC sessions, group and individual
conversations, and independent work. The collaborative effort covers alternative assessments:
what they look like, how they meet the requirements, and what it looks like to students.
It will be imperative to back up options with data and sources. This is important as many
teachers are extremely reluctant, if not adamantly opposed, to offer choices in assessment. The
big picture must be presented: student samples, scored rubrics, data, teacher instructions and
student instructions.
Based on the CCSS the 12th grade has developed writing rubrics. We have recently
added language which will include assessment on our grammar focus for the card-marking.
Traditionally, students would be required to write a focused writing piece to show their
proficiency in CCSS areas. Alternative assessments may include, but are not limited to:
speech, self-created video, essay, or a metacognitive based test.
B. Goals & Outcomes
Using a literacy lens, my goal is to introduce alternative formative & summative
assessments that meet the CCSS requirements and offer students an opportunity to choose
how they show teachers their understanding & knowledge of the content.
Outcomes:
Teachers will meet CCSS standards for assessments.
Teachers will have the ability to offer choices for summative assessments.
Teachers will have knowledge regarding the relevance and value of developing a
variety of assessments to measure the same standards.
Teachers will have the opportunity to share thoughts, observations, and students
work.
Teachers will have the opportunity to observe & measure student success
through various modes.
C. Roles & Responsibilities
As a literacy major, I would like to invite ELA and content area teachers to join me for a
presentation that demonstrates alternative assessments. It would be a voluntary meeting after
school for no longer than an hour. For those who are interested but has other obligations, I
would like to offer a webcast or Youtube video presentation format. It is important to be flexible
given the many demands on teachers time. It will be important to encourage teachers to

RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects
attempt these alternatives in the classroom and provide a timeframe. Following the
presentation and opportunity to attempt these ideas in class, I would offer a discussion meeting
as well as offering the opportunity to provide feedback digitally- through email and social media.
D. Timeline
This process began in October as our PLC felt the need to eliminate an essay for time
purposes. A test was the only agreeable alternative to all included in the 12th grade PLC. The
new assessment will be given in the last week of November.
The presentation will be more successful when offered in a variety of formats. The
presentation portion will be offered after school, on a non-PD day, for one hour; then as a
youtube video or webcast following the presentation. It would be best to offer the presentation
before the end of the marking period, the 5th or 6th week of the school year. Then, the discussion
window would be open electronically for two weeks and the discussion meeting would take
place 2 weeks after the presentation. It will be important to remind teachers of the timeline
throughout the process.
Part II: Project Implementation & Artifacts
A. Implementation
The alternative test was developed by the department head with great emphasis on
critical thinking. The 12th grade PLC and I will discuss the assessment and makes changes per
group consensus. The new assessment will be given the last week in November. Following the
assessment, discussion and data comparison will take place during prep hours and email
feedback will be circulated among PLC members.
B. Artifacts
The literacy leader will document anecdotal information and data while gathering student
samples. Digital pictures of student work, student feedback and rubrics will be included.
Part III: Professional Reflection on Project
A. Reflection on Project Impact
This project certainly took a great deal of collaboration and compromise amongst
professionals. While there was a much bigger vision, the outcome is still indicative of progress.
Perhaps next year, we will add a third layer of choice to this assessment.
B. Reflection on Professional Growth as Reading Specialist
This project has been pivotal in my growth in developing interpersonal skills and
developing positive relationships with team members. Several members are opposed to
changing the already developed curriculum and do not see the need for student choice. Also,
the comparison of an assessment test to an assessment essay has been a cause for great
debate. Many feel we are not able to effectively compare the two. This project provides a
starting point was a great opportunity for collaboration.
It is evident that I will need to rise to working with resistant personalities. In an effort to
develop these skills, Ive studied The Literacy Coachs Survival Guide: Essential Questions and
Practical Answers. While it has been useful, I also learned that to be an expert and facilitate
growth in a department, I will also need to become confident in my literacy knowledge. Often, I
find myself reviewing literacy texts and journals to prepare for collaborative activities.

RDG 6940 Framework for Planning, Enacting, and Reflecting On Practicum Projects